Perspectives Of School Principals Research Articles

The perspectives of school principals in Spain: identifying professional competencies beyond their scope

ABSTRACT School leadership plays a crucial role to quality education. Social changes have led to an increase in school principals’ competencies, responsibilities, and demands. There are significant gaps in the literature on school leadership and limitations in the study of principals’ responsibilities. This study aimed to analyse whether principals consider the competencies assigned to them by educational legislation to be within their scope. Participants were 394 principals from state-owned schools in Andalusia, southern Spain. Quantitative and qualitative data analyses were performed. We identified four competencies that the principals believed they were unable to effectively assume within the Andalusian educational context: (1) awarding contracts for construction, services, or supplies; (2) authorising expenditures, arranging payments, and preparing the school budget; (3) promoting the qualifications and training of teaching staff; and (4) supervising non-teaching staff in the school. This study emphasises the need of a comprehensive reevaluation of how competencies assigned to school principals are managed, highlighting the significance of incorporating principals’ perspectives. For future research, we recommend exploring alternative approaches in competency management to enhance their effectiveness and relevance in the educational context.

Exploring the multi-level impacts of a youth-led comprehensive sexuality education model in Madagascar using Human-centered Design methods.

Comprehensive sexuality education (CSE) is recognized as a critical tool for addressing sexuality and reproductive health challenges among adolescents. However, little is known about the broader impacts of CSE on populations beyond adolescents, such as schools, families, and communities. This study explores multi-level impacts of an innovative CSE program in Madagascar, which employs young adult CSE educators to teach a three-year curriculum in government middle schools across the country. The two-phased study embraced a participatory approach and qualitative Human-centered Design (HCD) methods. In phase 1, 90 school principals and administrators representing 45 schools participated in HCD workshops, which were held in six regional cities. Phase 2 took place one year later, which included 50 principals from partner schools, and focused on expanding and validating findings from phase 1. From the perspective of school principals and administrators, the results indicate several areas in which CSE programming is having spill-over effects, beyond direct adolescent student sexuality knowledge and behaviors. In the case of this youth-led model in Madagascar, the program has impacted the lives of students (e.g., increased academic motivation and confidence), their parents (e.g., strengthened family relationships and increased parental involvement in schools), their schools (e.g., increased perceived value of schools and teacher effectiveness), their communities (e.g., increased community connections), and impacted broader structural issues (e.g., improved equity and access to resources such as menstrual pads). While not all impacts of the CSE program were perceived as positive, the findings uncovered opportunities for targeting investments and refining CSE programming to maximize positive impacts at family, school, and community levels.

Principals' Perceptions Pertaining to the Policy Engagement of Driving Organizations (NGOs) in Advancing Education Quality: Curriculum Reform Study

Non-governmental organizations (NGOs) have assumed a prominent role within the academic landscape of numerous countries. Recently, governmental authorities have granted authorization for NGOs to actively participate in augmenting the quality of educational endeavours. The present research aims to delve comprehensively into the perspectives of school principals regarding the active engagement of NGOs in elevating educational standards within the context of Indonesia. Employing qualitative research methods, the study conducted in-depth interviews with a cohort of five elementary school principals located in Surabaya. This investigative approach underscores the acknowledgment of a multifaceted, dynamic, and contextual reality, marked by inherent subjectivity and fluidity, intertwined within the socio-cultural and political milieu. Employing inductive processes, the research employs techniques of data condensation, encoding, categorization, and theorization to facilitate the analysis of the collected data. The resultant findings from this empirical inquiry have revealed the emergence of three overarching thematic constructs: firstly, the formulation of partnership policies involving driving organizations or NGOs; secondly, the cultivation of shared educational responsibilities; and lastly, the discernible benefits stemming from the active involvement of NGOs. The unfolding of an innovative model, borne out of the collaborative policy framework with NGOs, serves as a distinctive political and institutional approach that facilitates the orchestration of collective efforts. This model notably substantiates its efficacy in fostering mutually beneficial collaborations, thereby introducing novel paradigms, methodologies, and educational resources.

How principals identify low-performing teachers in public schools? Evidence from Chile

Abstract This research aims to explore how school principals determine whether they have low-performing teachers among their staff. Semi-structured interviews were conducted with 24 principals in Chilean public schools. The qualitative research entailed an inductive approach, along with an interview methodology and content analysis to investigate the research questions. Principals rely on three main sources of information to identify low performing teachers: classroom observations carried out by principals and senior leaders, parents’ complaints and students’ comments. However, there is no single common approach for identifying low-performing teachers, even within the same school district. This study is the first to report on low-performing teachers in Chile from the perspective of school principals.

Difficulties and obstacles in integrating students with disabilities in Jordanian schools

Introduction. Integrating students with disabilities into schools may present challenges, but the benefits of doing so are significant. By promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations, Jordan can create a more inclusive and supportive educational environment for all students. Study participants and methods. The study's goal was to find out the challenges and barriers that exist in the process of integrating students with disabilities into inclusive schools from the perspective of regular teachers who are currently employed in integration schools. Additionally, the study aimed to determine the requirements for successful inclusion of disabled students from the perspective of school principals who are currently employed in these schools. The descriptive-analytical approach, namely self-report research, was used because of its relevance to the study's objectives. It is based on studying the educational phenomenon and describing it as it is. A total of 152 classroom teachers and 47 school administrators from the same schools made up the study's sample. Results. According to the findings, instructors viewed integration barriers as moderate in the integrated schools with a mean of 3.12, and standard deviation of 0.48. One of the most significant challenges to integration is the need for written duties, while sufficient money comes in last with a mean of 2.27 and standard deviation of 1.10. From the perspective of the principles, successful integration entailed a number of advanced conditions. Funding, well-equipped schools, and easy accessibility were cited as the most important factors in successful integration. Practical significance. The practical significance of the study on integrating students with disabilities into schools is its potential to inform decision-making and policy development in order to create more inclusive and supportive educational environments. By identifying the challenges and barriers to integration, decisionmakers can work towards promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations. The study's findings emphasize the importance of addressing funding, well-equipped schools, easy accessibility, and providing support for teachers in order to create successful integration programs.

Towards Advanced Digital Learning: The Effectiveness of Employing Digital Technology in Education in Jerusalem Schools

This qualitative descriptive research study aims to identify the effectiveness of digital learning technologies in Jerusalem schools, from the perspective of school principals and teachers. The study employs open interviews as its data collection method, and content analysis to analyze the responses of participants.The participants in the study comprise five school principals and ten teachers, all of whom have experience and knowledge in digital learning and seek to apply its concepts in their schools. They were selected based on their administrative efficiency, and their experience in applying e-learning with their students.The study's research questions focus on the most important digital learning technologies employed in Jerusalem schools, the effectiveness of these technologies, and the challenges associated with their implementation.The study findings reveal that Jerusalem schools use various digital learning technologies, including hardware, software, communication platforms, educational and interactive materials, gamification software, and technological projects. However, the availability and readiness of these technologies vary across schools, depending on the school supervisor's support and resources. The effectiveness of digital learning technologies in Jerusalem schools is reflected in the high academic achievement of students, the acquisition of educational values through digital learning techniques, and an increase in enthusiasm and motivation for learning, while taking into account individual differences.The study also highlights some challenges associated with the implementation of digital learning technologies in Jerusalem schools, including issues with student's parents, the readiness and capacity of educational staff, and the digital infrastructure of schools.The study concludes by offering recommendations for future research and practice, including strengthening training programs and workshops to develop students and teachers to meet their future needs, increasing awareness among parents, and continuous work to improve the digital infrastructure of schools affiliated with the Palestinian Ministry of Education, in order to keep pace with the accelerated and continuous technological digital acceleration.

Caught between educational accountability reforms, compliancy and political interference: perspectives of school principals in South Africa

ABSTRACT In this article, we examine the tension between external educational accountability demands and other [political] forces of interest and possible ways to ensure that schools can still succeed in performing their daily duties and achieving educational goals. We draw from interviews undertaken with school principals in South Africa. Our analysis suggests that the current education accountabilities in South Africa, as a constitutional prescript are not out of place with the rest of the world. However, the approach to these accountability reforms is questionable, riddled with political interference and has mostly led to compliancy at the schools’ own peril. We conclude that education reforms must be accompanied by strong legal accountability, that is balanced with the capacity to improve and better the system that would yield desired results.

Barriers and facilitators to the adoption of physical activity policies in elementary schools from the perspective of principals: An application of the consolidated framework for implementation research-A cross-sectional study.

Studies have shown that policies to promote physical activity in schools can have a positive impact on children's physical activity behavior. However, a large research gap exists as to what determinants may influence the adoption of such policies. Applying the Consolidated Framework for Implementation Research (CFIR), we investigated barriers and facilitators to the adoption of physical activity policies in elementary schools in Baden-Wuerttemberg, Germany, from the perspective of school principals. A cross-sectional study was conducted between May and June 2021. School principals from elementary and special needs schools (n = 2,838) were invited to participate in the study. The online questionnaire used was developed based on the CFIR and included questions on school characteristics and constructs of the CFIR domains inner setting, characteristics of individuals, and process. Logistic regression analyses were performed to examine associations between policy adoption and school characteristics as well as CFIR determinants. In total, 121 schools (4%) participated in the survey, of which 49 (40.5%) reported having adopted a policy to promote physical activity. Positive associations with policy adoption were found for general willingness among teaching staff [odds ratio (OR): 5.37, 95% confidence interval (CI): 1.92-15.05], available resources (OR: 2.15, 95% CI: 1.18-3.91), access to knowledge and information (OR: 2.11, 95% CI: 1.09-4.09), and stakeholder engagement (OR: 3.47, 95% CI: 1.24-9.75). This study provides a first insight into potential barriers and facilitators at the organizational level of schools that may be relevant to the adoption of physical activity policies, from the perspective of school principals. However, due to a low response rate, the results must be interpreted with caution. A strength of this study includes theoretical foundation through the use of the CFIR. The CFIR could be well-adapted to the school setting and provided valuable support for developing the questionnaire and interpreting the study results.

Is Distributed Leadership Universal? A Cross-Cultural, Comparative Approach across 40 Countries: An Alignment Optimisation Approach

Distributed leadership (DL) is defined as the degree of contact and involvement of various people in making choices or carrying out responsibilities, and is an increasingly used concept among researchers, policymakers, and educationalists worldwide. However, few studies have investigated the cross-cultural comparability of the distributed leadership scale for school principals, and few have ranked countries according to their levels of distributed leadership. This study employs an innovative alignment optimisation approach to compare the latent means of distributed leadership, as perceived by school principals, across 40 countries, using data from the OECD Teaching and Learning International Survey (TALIS, 2018). We found that South Korea, Colombia, Shanghai (China), and Lithuania had the highest levels of distributed leadership in school decisions, from the perspective of school principals. In contrast, the Netherlands, Belgium, Argentina, and Japan had the lowest levels. Our findings may serve as guidance for education stakeholders over which nations they could learn from in order to enhance school principal distributed leadership.

Educational leaders' coping with loneliness: the unique perspective of school principals and vice-principals

PurposeThe purpose of this study was to explore school principals' and vice-principals' perceptions of their strategies of coping with loneliness at work. The study posed two questions: (1) how do educational leaders perceive their strategies of coping with loneliness at work? (2) What are the differences in the style of coping with loneliness between school principals and vice-principals, as they perceive it?Design/methodology/approachBased on 41 semi-structured interviews with 22 school principals and 19 vice-principals three main coping strategies were found.FindingsThis study differentiated between three strategies for coping with a sense of loneliness in the workplace: (1) receiving support from within and outside of the school, (2) action-oriented coping strategy, and (3) perspective-focused coping strategy. Some of these strategies characterized school principals while others characterized vice-principals.Practical implicationsEducational leaders' familiarity with a variety of coping strategies with a sense of loneliness, appropriate to their specific difficulty should be expanded.Originality/valueThe issue of coping with loneliness has barely been explored in the context of leaders and managers. This issue is of particular importance, given the negative effects of loneliness on leaders' mental well-being and their functioning at work.

Twenty-first-century skills acquired by mathematics teachers: school principals’ perspectives

This study aimed at investigating the acquisition degree of the 21st-century skills of mathematics teachers from the perspective of school principals. The study sample consisted of 75 school principals. They were selected randomly among the public schools. The study instrument consisted of four questionnaires, namely: personal skills, communication skills, technical skills, and teaching skills. Each questionnaire consisted of 30 items. The study results showed that the acquisition degree of the 21st-skills of mathematics teachers was intermediate for the personal and communication skills while it was high for the technical and teaching skills. The results also showed that there are no statistically significant differences (α=0.05) attributed to the gender variable from the perspectives of the male and female school principals towards the acquisition degree of the 21st-century skills of mathematics teachers. The study recommended utilizing the 21st-century skills of mathematics teachers which will result in improving the teaching process in general.
 
 Keywords: Mathematics Teachers, 21st-Century Skills, Personal skills;

Learning from failure or failing to learn: perspectives of school principals

PurposeEducational organizations confront a number of failures along with successful practices. Although a potential learning source for organizations, failures encountered are not normally welcomed and utilized to improve future practices. However, the existing literature emphasizes that individuals and organizations can learn a lot from their failure by adopting a pragmatic understanding toward the concept of failure and implementing a learning-from-failure (LFF) approach in their practices. Drawing on these assumptions, the purpose of this study is to explore how school principals identify educational failures and implement an LFF approach in their managerial practices.Design/methodology/approachThis study adopted a qualitative research paradigm. The research was conducted in a middle-sized city in Turkey. The data for the study came from individual semi-structured interviews conducted with 12 school principals. The interview data were coded and analyzed using a conceptual coding framework.FindingsFindings indicated that school principals’ definitions of failure are classified as learning related and nonlearning related. Failures were generally considered to be a learning opportunity rather than a complete loss, although principals’ identification of important examples of failure varied across school levels. In operating an LFF approach at schools, certain limitations existed such as a lack of institutional policy and professional skills, heavy workload and limited autonomy.Originality/valueThis study attempted to explore domains of educational failures and the application of an LFF approach at educational organizations. The LFF approach has previously been studied and discussed in business organizations. This study applied the concept to the education field.

The Range of Personal and Technical Skills 21st C. Teachers have from the Perspective of School Principals at the First Directorate of Education in Amman, Jordan

The study aimed to identify the range teachers of Arabic have regarding twenty-first century skills (personal and technical) from the perspective of school principals at Amman first directorate of education. Sample of the study comprised (80) principles. The researcher designed a questionnaire of two fields on the above-mentioned skills. Each of these fields include four sub-skills with eight indicators for each of them. Findings of the study unveiled that, with regard to the first filed (personal skills), Arabic language teachers got a very high level of leadership skill, but results of other skills rated high with various arithmetic means sequentially arranged as follows: critical thinking, distinction, and change.In the second field (technical skills), the findings revealed that teachers of Arabic possess various levels of skill in the following order: first came learning via technology, with a high level, while skills of research, computer and electronic learning were with medium levels.

Merit selecting school leaders: Australian principals' perspectives

PurposeThis research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes “merit” when selecting deputy principals, assistant principals (primary) and head teachers (secondary).Design/methodology/approachAn online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres.FindingsStudy findings indicated a statewide variance in the perceptions of principals when identifying merit for the purposes of recruiting school leadership teams. These findings question the widely held view that candidates compete for school leadership positions on a level playing field.Practical implicationsIn practical terms, the findings indicate that NSW school principals would benefit from more intensive professional learning opportunities designed to enhance their ability to objectively identify and assess merit when selecting school leaders.Originality/valueThis study contributes to an enhanced understanding in an area where there is a paucity of research-based evidence focusing upon the perspectives of school principals regarding their understanding of meritocratic theory and its influence on their school leadership selection practice.

Promoting Positive Behaviors Among the Lower Primary School Students

The present study aimed to explore the role of family and school in promoting positive behaviors among the lower primary school students enrolled in the American Community School. It aimed to identify the methods of promoting positive behaviors among those students from the perspective of school principals, teachers, parents, and the lower primary school students. It was found that the (responsive classroom) approach is adopted by the American Community School for promoting positive behaviors among the lower primary school students. Adopting this approach enables teachers to create a positive environment in the whole school in general and classrooms in particular. It has a positive impact on students’ academic achievement and self-discipline. It participates in delivering education of high quality. Based on the latter approach, it’s very important to develop students’ social-emotional skills. Such skills include: (taking responsibility, respecting others’ opinions and self-confidence). Based on the latter approach, it’s very important to develop students’ cognitive-academic skills and promote knowledge about the teaching methods. Based on the latter approach, cognitive development occurs through social interaction. This approach can be adopted for promoting positive behaviors among the lower primary school students.The researchers recommend adopting the (responsive classroom) approach for promoting positive behaviors among the lower primary school students. They recommend providing more attention to the provision of training courses for teachers and parents about the methods of promoting positive behaviors among the lower primary school students. They recommend conducting similar studies that target other school stages, such as: the secondary stage. Keywords : Positive Behaviors, the Lower Primary School Students DOI: 10.7176/JEP/11-8-12 Publication date: March 31 st 2020

An Examination of Student Club Activities from the Perspective of School Principals and Teachers

In this study, the effects of student club activities in high schools in Kars province, Turkey on the development ofstudents’ social skills, democracy and governance skills, recreation education and community service skills wereexamined. The qualitative research technique was used in the study and data were collected with the semi-structuredinterview technique. The data were obtained from 8 school principals and 12 club advisors from different schooltypes determined with the maximum variation sampling method. According to the results, the educators in thesample concluded that the student clubs achieved their objectives in the theme of democracy and governance skillsbut were not effective in the other themes. The reasons for this ineffectiveness emerged as deficiencies in thephysical environment in the schools, lack of time allotted for activities, excessive numbers of students in the clubsand unwillingness of teachers with regard to club activities. It was suggested that if the choice of whether or not toengage in club activities is left to students, the activities in clubs will become more attractive and thus theireffectiveness will increase.

Factors underlying compliance with a healthy snacking initiative in the school environment: accounts of school principals in Montevideo (Uruguay).

To evaluate the implementation of the Uruguayan healthy snacking initiative in primary and secondary schools in the capital, and to explore the factors underlying compliance from the perspective of school principals. A mixed-method approach was used, which included semi-structured interviews with school principals and a survey of the foods and beverages sold and advertised in the schools. Primary and secondary schools in Montevideo (the capital city of Uruguay). School principals. The great majority of the schools did not comply with the initiative. Exhibition of non-recommended products was the main cause for non-compliance, followed by advertising of non-recommended products through promotional activities of food and beverage companies. Although school principals were aware of the healthy snack initiative and showed a positive attitude towards it, the majority lacked knowledge about its specific content. Factors underlying compliance with the healthy snacking initiative were related to its characteristics, characteristics of the schools, and external factors such as family habits and advertising. Results showed that the rationale underlying the selling of products at schools favours the availability of ultra-processed products and constitutes the main barrier for the promotion of healthy dietary habits among children and adolescents. Strategies aimed at facilitating the identification of unhealthy foods and beverages and provision of incentives to canteen managers to modify their offer are recommended.

School district support to schools: voices and perspectives of school principals in a province in South Africa

The role of education districts is central to the success of schools as they are mandated to work collaboratively with school principals, giving guidance and professional support. In this paper, we investigate school principals’ perspectives regarding the nature of support provided by their districts to effectively conduct their work and how that support can be enhanced. Using semi-structured interviews, 18 principals from five districts were interviewed. Findings show school principals’ dissatisfaction with their districts’ low levels of support caused by the lack of district support on provision of resources, lack of consultation in key decisions involving their schools; district officials’ lack of visibility in schools and responsiveness to change. We conclude that the success of principals and their schools partly depends on the nature of support received from their districts, and argue for improved collaboration between schools and the districts.

Purpose, passion and play

Purpose– The purpose of this paper is to identify and elaborate on the construct of flourishing in schools as understood through the stories and explanations provided by a small group of public school principals. Framed within a positive organizational perspective, the specific objectives of this study are: to identify how school leaders understand and experience flourishing in their roles and in their schools; to explore the conditions, catalysts and/or galvanizing forces of flourishing in schools.Design/methodology/approach– The researchers used an electronic Delphi survey to gain a qualitative description of the understandings and impressions of the construct of flourishing from the perspective of practicing school administrators in one school district in central British Columbia. Delphi responses were aggregated after each round and thematically analysed to determine patterns and trends for further examination through progressive iterations of the survey administered via e-mail. The final set of data were then analysed for patterns, trends and themes that were compared and contrasted against research findings in the literature underpinning the theoretical framework for this study.Findings– While there was no single definition of what it means to flourish in the work of school leadership, shared descriptions from these principals indicated that they feel a sense of flourishing when they are working together with teachers from a sense of purpose and passion and in a spirit of play to cultivate learning climates that reflect a shared ownership for improving educational experiences for students. These initial findings provoke thinking about the potentials and benefits of shifting the focus of research and practice in educational leadership towards more positive, strengths-based perspectives.Research limitations/implications– The sample size was small, and so generalizing findings beyond this study is unreasonable. Further, because the researchers separated participant information from responses in order to safeguard anonymity and to aggregate the responses to provide these back to participants for their further elaboration and reflections, they were unable to determine whether particular responses were connected to context (elementary or secondary, size of school, years of experience as an administrator), gender or other demographic factors. However, the use of the electronic Delphi instrument provided insights on engaging school principals in thoughtful inquiry as participants, while respecting the busy workload and time constraints associated with the work of school principals.Practical implications– Attending to well-being in the work of leading schools is an under-researched area of educational leadership. This study is an example of how researching educational leadership from a positive, strengths-based, human development perspective may provide useful insights for supporting principals and other educators to notice, nurture and sustain a sense of flourishing in their work and across the school. While further research is needed to examine the construct of flourishing across a diverse range of school organizations, the findings from this study provoke thinking about the benefits of studying what goes well, what brings vitality and a more full sense of humanity in the work of leading school organizations.Originality/value– The researchers use a new perspective for examining and explaining the phenomenon of flourishing in schools, a positive organizational research orientation. The use of this strengths-based, positive, human development approach to examining the construct of flourishing from the perspective of school principals can offer new insights and strategies for attending to well-being as an integral part of the work of leading schools.

‘Taking root and growing wings’: on the concept of glocality from the perspectives of school principals in Israel

ABSTRACTRecent discussions of glocalisation call for acknowledging the role of agents of glocalisation. School principals, by holding a mid-level position that is increasingly evaluated by global standards and yet acutely responsive to community-level capacity, both formulate glocality and practise it. By recording the role perception of school principals in Israel, we propose a novel outlook on glocality. From the perspective of these agents of glocalisation, we (1) redefine glocality as a matter of orientation and (2) extract a typology of the practice of glocalisation. First, based on school principals’ understanding of what accounts for global and local, we show that while they all report that their work requires the integration of international testing standards, ministerial policies, and the needs and preferences of pupils, parents and teachers, they differ in their orientations, or inclinations, towards what they regard as global or local. Second, we show that such orientations are associated with a particular type of glocality: School principals with strong orientations towards the global also express a sense of hybrid glocality, whereas school principals with strong orientations towards the local also express a sense of strategic glocality.